Formação de palavras e ensino de língua: estudo dos neologismos em uma turma multisseriada

Abstract

This research is part of the Professional Master's Program in Languages (PROFLETRAS) at the Federal University of Western Pará (Ufopa) and it is developed within the scope of the Western Pará Linguistic Studies Group (Gelopa). The project aims to reflect on language education and to propose pedagogical strategies for classroom practices, thereby contributing to the teaching of Portuguese through the lens of lexical studies. To this end, the study focuses on neology as its central object of investigation and seeks to understand how neologisms can enhance a more reflective approach to Portuguese language instruction, particularly regarding word formation processes in the classroom. In order to explore how the teaching of neologisms can foster a deeper understanding of word formation among students, an intervention project was implemented in a multigrade class (8th and 9th grades) in Rurópolis, Pará. The project, titled Word Formation through the Internet: Navigating the Uses of New Words, consisted of practical activities including linguistic and metalinguistic analyses, as well as the development of a mini glossary. The results suggest that teaching word formation grounded in real language use significantly enhances students' reflective learning about lexical creation processes. Through the thematic approach, students came to understand how affixes can be used to recreate meanings, express viewpoints, or even signal social group affiliation. This intervention-based research provided students with the opportunity to reflect on the richness and variability of language. It is important to highlight that this study is part of a broader effort to promote a new paradigm in Portuguese language teaching—one that moves away from the traditional, prescriptive model which has long ignored the dynamic and evolving nature of language and its multiple communicative dimensions. Nevertheless, the research also revealed challenges, such as the persistence of linguistic myths, which underscores the need to continue such investigations in classroom settings. Ultimately, this research contributes to the ongoing dialogue on language pedagogy and offers valuable insights for educators seeking to rethink and refine their teaching practices, while also serving as a foundation for future educational initiatives.